1. Cover page THE CIVIL SOCIETY FUND SMALL-SCALE DEVELOPMENT PROJECT (budget up to DKK 500,000)

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1 Ref. no. (to be filled out by CISU) 1. Cover page THE CIVIL SOCIETY FUND SMALL-SCALE DEVELOPMENT PROJECT (budget up to DKK 500,000) Project title Danish applicant organisation Other Danish partner(s), if any Contact person for the intervention Local partner organisation(s) (please insert the necessary rows below) Elimu Kwa Wote Moyo Kwa Moyo Denmark (DK) Name: Susanne Lubago Country(-ies) Country s GNI per capita Moyo Kwa Moyo Tanzania (TZ) Tanzania 540USD (um 2011) Commencement date Amount applied for (DKK) Completion date Number of months 24 Is this a re-submission? [ ] No [ x ] Yes, please note the ref.no.(j.nr.): mp-sep Is this [x] a new project? [ ] a project in extension of another project previously supported (by the Civil Society Fund or others)? Do you want a response letter in (choose one) [ ] Danish or [x] English Do you want the Assessment Committee s notes about the application [ ] Danish or [x] English in (choose one) Synthesis (maximum 10 lines must be written in Danish, even if the rest of the application is in English) MKM DK søger om max kr. til vores projekt Elimu Kwa Wote, som har til formål at få flere synshandicappede børn inkluderet i grundskolen i udvalgte områder. Dette søges opnået ved: 1. Et efteruddannelsesprojekt for specialundervisningslærere og andre undervisere på 2 skoler i 2 regioner i Tanzania. 2. Fortalervirksomhed over for forældre til synshandicappede børn omkring de to skoler. 3. Kapacitetsopbygning af vores partnerorganisation Med projektet forventer vi derudover at opbygge praktisk indsigt i MKM -TZ og vores egen kapacitet i forhold til at gennemføre et projekt. Vi arbejder mod på sigt at MKM TZ kan udbrede projekteres ideer på andre specialskoler i Tanzania med succes. Date Person responsible (signature) Place Person responsible and position (block letters) THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

2 2. Application text Structure: Contents 1. Cover page Application text... 1 A. THE PARTNERS... 2 A.1 The Danish organization Moyo Kwa Moyo - DK... 2 A.2 Other Danish partners (to be filled in if several Danish organizations are forming an alliance)... 2 A.3 The local organisation... 2 A.4 The cooperative relationship and its prospects... 4 B. PROJECT ANALYSIS... 4 B.1 How has the project been prepared?... 4 B.2 In what context is the project placed?... 5 B.3 Problem analysis... 6 C. PROJECT DESCRIPTION... 7 C.1 Target group and participants... 7 C.2 The project s objectives and success criteria (indicators)... 8 C.3 Outputs and activities... 9 C.4 Strategy: how does the project cohere? C.5 Phase-out and sustainability C.6 Assumptions and risks D. PROJECT ORGANISATION AND FOLLOW-UP D.1 Division of roles in project implementation D.2 Monitoring and evaluation in project implementation E. INFORMATION WORK E.1 Has project-related information work in Denmark been planned? Budget summary ANNEXES Appendix A Stamdata Moyo Kwa Moyo Danmark Appendix B Organization fact sheet Moyo Kwa Moyo TZ Appendix C Budgetformat og noter Appendix D Vedtægter Moyo Kwa Moyo DK Appendix E Seneste Årsberetning Appendix F Senest reviderede årsregnskab Appendix G Project Matrix Appendix H Short name List: THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

3 A. THE PARTNERS A.1 The Danish organization Moyo Kwa Moyo - DK Moyo Kwa Moyo means in Swahili heart to heart. The organization seeks to create sustainable development for vulnerable groups in Tanzania from a Christian perspective. It is a democratic organization, which has annual general meetings and democratic election of board members. The organization's visions derive for the most part from many board members lifelong commitment and attachment to Tanzania. In 2014 the organization had about 60 members, and it has a growing organizational capacity, as a result of the implemented projects. Board members have participated in organizational development courses at CISU. On our website one will find newsletters about activities within the organization, and there has been a formalization of the Board which, among other things, can be seen from an increasing level of activity and accounts. There has been an expansion of our members, who come from to over 10 municipalities, so board / general meetings are now being held in three different parts of the country. The organization manages to attract members from several different ethnic backgrounds and from 9 different nationalities. Board members have widely different skills which is a great advantage to our work. Members include an economist, a teacher and an interpreter of Swahili and English, a pastor, an engineer and an agricultural trainee. Read more about MKM - DK's board of directors and members in Annex 1 (Board of Directors and members of the MKM -DK). MKM has managed to put many successful initiatives in place to support the organization's purpose. See Appendix A Stamdata Moyo Kwa Moyo Danmark MKM - DK has participated in various courses with CISU and has cooperated with DRC and MS. The organization has initially, participated in the LFA, advocacy and fundraising, Reframing the message, - partnership development and project and organizational development. There is a great desire to expand the established cooperation on projects that will make a difference especially for the visually impaired children in Tanzania it will also benefit Albinos who is genetically disposed to visual impairment, and are integrated to the schools of the blind. A.2 Other Danish partners (to be filled in if several Danish organizations are forming an alliance) There are no other Danish partners in the project, but MKM-DK is networking with other organizations through e.g. CISU. A.3 The local organisation MKM - TZ was established in December The organization networks with many disability organizations in Tanzania. E.g. SHIVYAWATA (Tanzania Federation Of Disabled Peoples Organizations), TLB, (Tanzania League of the Blind) and TAS (Tanzania Albino Society) and cooperates with The Ministry of Education and Vocational Training MOEVT and The Ministry of Health. MKM - TZ has an increasing level of membership and activity, as evidenced by their annual report on the website: In 2013, MKM -TZ started a project for the dissemination of sports and leisure activities for the visually impaired at Uhuru Mchanganyiko Primary School. In addition, they convened and mobilized members for a workshop with the participation of stakeholders in the project. In the workshop, stakeholder analysis and target audience analysis was completed. At the annual meeting in May 2015, 25 members participated as THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

4 well as observes from two media houses and also from people invited from MOEVT. The main focus of this meeting was, sustainability how to recruit and retain members, and how to involve them in the work of the organization. Portions of the organization s description of purpose were reviewed in order to establish a renewed ownership. Members from MKM-TZ participated in national and international conferences for people with disabilities and the President was part of the group that drafted the terms of reference for the census to collect information about people with disabilities in Tanzania that had hitherto been either unknown or incomplete. The Board of MKM - TZ consists of 8 persons from different regions of Tanzania. Most have all been part of the organization since it was founded. Half of the board members are women, and three of the board members are PWDs. Individually, most of the board members have experience in project management in various other organizations, but are yet to do so for the organization itself. The Board meets several times a year and provides ongoing ad hoc working groups. It holds a yearly general meeting, where two new members are on election, to in order to maintain the continuance of the organization. The working groups are associated with a network of 52 volunteers including teachers from schools for visually impaired and special education teachers (Special Need Education Teachers) and other educators. The majority of the board members has higher education including areas of law, economics and education. See Appendix B Organization fact sheet Moyo Kwa Moyo TZ Organization MKM TZ had the following activities related to the MKM's purpose: See Appendix B Organization fact sheet Moyo Kwa Moyo TZ MKM - TZ has extensive experience in advocacy and lobbying. The organization has participated in relevant dialogue meetings that aimed at improving the situation of people with disabilities and implementation of the UNCRPD. The Board as a whole is very experienced in networking, not only in Tanzania, but also throughout the world. Several members have participated in workshops and higher education. Not just in Africa but also in Europe and USA e.g.: Novath Rukwago has in 2014/15 taken a Master in disability rights by the Open Society Foundation at Washington College of Law. They have also participated in disability CSO and social protection network. In October 2013 they established a collaborative group including volunteer members of one of the project schools: Uhuru Mchanganyiko Primary School, where MKM TZ have started a sports project with weekly training sessions in Goalball for the visually impaired. A similar project has been established at Buigiri special school and recently in Mugeza, Bukoba. Furthermore secretary Novath Rukwago have a Post Graduate Diploma in law, and training in Government budget analysis therefore he has the capability to verify our advocacy papers and through his profession he has the ability to get the advocacy papers approved. Accountant Robert Majiga has a MSc. in Economic Development as well as a Postgraduate Diploma in Finance, therefore he has the competence in project administration and accounting in the project implementation. Chairman Jonas Lubago has a Masters Degree in Education and is working as a Program Coordinator for TLB / Sightsavers, therefore he is capable of running the project and coordinating the job to Ministry of Education and the teachers. This project team make a god synergy, and they have the backing of a competent board. MKM-DK experienced this at our latest conference July 2014, in Tanzania MKM - TZ has proven that it has an increasing organizational capacity and an ability to mobilize volunteers and to implement projects and keep the accounts accordingly. Nevertheless, they are yet to show the financial and project capacity for a small project Challenges: The MKM-TZ still has some challenges regarding financial management procedure because it has only run small project yet as described in Appendix B Organization fact sheet Moyo Kwa Moyo TZ THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

5 Maintaining volunteers in the organization because of fluctuating projects to keep the interests, could be improved through involvement in new projects and courses / training sessions A.4 The cooperative relationship and its prospects There has been a longstanding relationship between Denmark and Tanzania for over 20 years, with members from MKM in Denmark and Tanzania. The establishment of MKM formalized this. The partnership between the two sister s organizations has developed positively since the beginning in Organizations are in regular contact through meetings, website, Facebook, mail and telephone. Since the summer of 2012, the two organizations have worked on the project proposal Elimu Kwa Wote: the purpose of which is to provide visually impaired children with a better basis for getting an education and an opportunity to fend for themselves. MKM - TZ has at the request of special teachers for disabled, in cooperation with the headmasters in the selected schools made a project sketch. It was are about advocacy, education and capacity building, and is in line with what MKM-DK see as our focus. These efforts were supported at the annual general meeting of MKM - DK on 16/ as well at the Annual General Meetings in 2014 and And led to this project application. B. PROJECT ANALYSIS B.1 How has the project been prepared? The first draft of a project was prepared by MKM - TZ in English and translated by MKM member Anne Sofie Jensen in 2011 and translated to English. Anne Sofie Jensen is blind, and has a bachelor in English, and making a candidate in African Studies in Copenhagen University. She did our first stakeholder analysis in Tanzania in Since then MKM-DK continued to work in a small project team consisting of three members from MKM-DK to define the project and get a sharper focus with Anne Sofie as translator. MKM-DK has reduced the original project from 4 schools in the three regions to focus on the two schools MKM-TZ already have a close working relationship with. MKM-DK want the project to succeed in cooperation with our Tanzanian partners and CISU. MKM-DK received LFA tools for project planning and prepared a tree of objectives, which showed a narrow focus / selected projectile times. This was incorporated into the matrix, see: Appendix G Project Matrix. MKM - TZ has in July 2013 identified potential stakeholders and made a donor profile for the two schools. MKM-DK + TZ visited the two schools, met with their Headmaster, and asked them to select the teachers who will work with MKM-TZ, on which the headmasters agreed and send appointed teachers to the FF conference. The project Elimu Kwa Wote complements the ongoing activities and supports something that has not been done yet by other organizations. The two school Headmasters were supportive also in pointing out challenges, which were included by the teachers in the later risk analysis. MKM-DK + TZ produced a context analysis in April 2014 and made a risk analysis during the workshop in July 2014 in Tanzania, where 4 teachers from each school and one department leader from Uhuru participated. At the Final Completion (FF) July 2014 in Tanzania MKM-DK + TZ contained the consensus on Elimu Kwa Wotes budget lines and a common understanding on how to do the bookkeeping through Mango. At the visits at the schools, Uhuru Mchanganyiko and Buigiri, MKM-DK + TZ received the headmasters approval for THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

6 the project, and help to adjust the project implementation plan. They support the volunteer teachers and will send at least one teacher from each grade to the two workshops held on the schools. MKN DK + TZ established a common understanding from the two organizations identities, visions and background. MKM- DK + TZ made a risk-analysis, worked on advocacy, was updated on the latest legislation on CWDs and made an operation plan. MKM-DK + TZ believe that we now have a common platform and understanding to work from. The latest development of the project is that MKM-DK has several board meetings, meetings with CISU, in the work group and been in dialogue with MKM-TZ in order to work on and improve our proposal and our capacity. In the project-group MKM-DK has included another member: Daniel Friis, who has been an active member for many years and especially helped us with the home page of MKM- DK and has experience in project management, and financial control. Within the workgroup MKM DK has organized the project in order to ease the project management. B.2 In what context is the project placed? Children with disabilities (CWD) in Tanzania encounter a number of problems when trying to obtain education. The problems originates from the environment they are in, as well as from the country s policy, including the legislation for compulsory basic education. The legislation in this area, including the area of the visually impaired children, lacks a clear description of the guidelines for the adaptation of such curricula. The importance of education as a driver of development has long been recognized in Tanzania. Vision 2025 recognizes the fact that poverty is not just a lack of income but also a lack of access to necessities such as education and other social facilities. The main themes of eradication of poverty include better access to education, improved democracy and welfare assistance. Tanzania has failed to comply with several key international conventions that dictate an inclusive education policy. Tanzania signed the Salamanca Declaration, but it does not have a clear line of how visually impaired students can have equal access to primary education. Educational materials for the visually impaired are not available, such as materials in Braille and enlarged font. In general, the inappropriate teaching methods, lack of curriculum, inadequately trained specialist teachers and attitudes towards people with disabilities pose a general threat to students with visual impairments. Typically, there are expectations from the family for immediate financial support from the child who has managed to get through the educational system. Therefore, families prioritize their non-disabled children. This is compounded by the fact that society in general does not have high expectations or thoughts about the abilities that a person with a disability may have. Previously, if a child with visual impairments could have access to education in Tanzania, it meant that the child had to leave his family and his community, in order to get an education in a special school, which was specially designed for children with the child's disability. Over time, the number of children with disabilities in Tanzania has increased, resulting in an increased demand for training for this target group. In the late 1960s, the government, now independent of the former British colonial rule, introduced primary education and programs to ensure education for all. This resulted in the introduction of integrated schools in almost all regions of the country. Tanzania, like many other developing countries has, been influenced by the international human rights declarations. UNESCO's definition of integration emphasizes that it is a process in which education systems should take into account the diversity of children's different characteristics and needs. The Tanzanian society as a whole has made a few changes aimed at improving access to basic social services, yet denigration of children with visual impairments still exists in local communities. Parents are still keeping their handicapped children at THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

7 home in the belief that they are worthless in society, which inhibits government's efforts. The latest albino murders are a confirmation of this. The efforts of local and central authorities have not been able to meet the need for primary education for visually impaired children. Current statistics show that less than 40% of children with disabilities receive a basic education and only 1% of those recruited succeed to access higher education levels (NBS 2008). In addition to that, a large number of the students who attend school subsequently drop out before completing the 7th grade. The lack of education for visually impaired children makes it difficult for them to get a job in the future and thus reduces their opportunities for earning their own income. The result of this is extreme poverty among the visually impaired. Studies show that it will be very expensive to provide support for the unemployed and uneducated visually impaired. Lack of education is a vicious spiral that is transmitted to the visually impaired children and keeps the family in poverty. It is a good investment to provide education for children with disabilities. They will later be able to take care of themselves and their families. B.3 Problem analysis MKM-DK + TZ see that visually impaired children are rarely enrolled in primary school, and this keeps them and their families in poverty. Furthermore, there are not enough opportunities for them to receive training and education. Very few parents enrol their visually impaired children in schools. The education system does not provide a complete basic education for them due to the specialized knowledge required of the teachers, educative avenues and, remedial teaching materials and resources. It shows that there is incipient consciousness to include disabled students locally. However, there is some confusion about the difference between inclusive - and special education, and this area is lacking in resources as well. In conclusion, of the above MKM-DK + TZ see 3 main challenges. 1) Need of teaching methods to include visual impaired children in the school a. To maintain the visually impaired children in the school after they are enrolled b. To obtain a higher educational level in the long run 2) Need of information of their rights to education and to see role models for visually impaired children and their parents/ guardians a. Lack of Popular Advocacy paper to the parents / guardians b. Too few visually impaired children are receiving a school education 3) Need of capacity building of the local organization MKM-TZ which has the contacts and knowledge but not yet the capacity a. Sufficient financial reporting b. To maintain and attract volunteers THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

8 C. PROJECT DESCRIPTION C.1 Target group and participants The primary target group is students at the two schools for children with visual impairments, as well as future students who will soon be of school age. The first group of current students will benefit from the upgrading of the knowledge of their teachers and through advocacy activities. The second group of children who are about to be enrolled at school will benefit from advocacy and the possibility that their parents are aware of the rights of the visually impaired and thus will send them to school. Presently in 2015: Buigiri: Uhuru Mchanganyiko 35 girls, and 37 boys. VIC (visually impaired children) enrolled. 32 girls, and 42 boys. VIC enrolled Figures include 12 pct. albinos in the two schools. The secondary target group is: The parents / guardians who should invest in the visually impaired children and send them to school. The child/children will in time be a resource contrary to a burden to the family. The third target group is: Teachers, who receive training and participate in project activities, this include 16 teachers from two selected schools, with an aim at an equal gender composition. MKM s board and other volunteers, as well as parents, who will be involved in the network to receive courses. The fourth group is DPO leaders (disabled people's organizations) who will provide training, time and knowledge to the project. The fourth group also includes officials and special education coordinators who communicate the results, best practices, etc.... MKM-TZ will try to ensure equal representation of men and women in all planning sessions, training, and activities to be implemented as well during monitoring and evaluation of the project. MKM-TZ already has volunteers in the sport-project and in the former project where MKM-TZ collected assistive devices. There is knowledge of MKM-TZ on the teacher s staff at the two schools. The headmasters have selected the teachers who will participate in the project. THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

9 C.2 The project s objectives and success criteria (indicators) Elimu Kwa Wote overall vision is that visually impaired children in Tanzania should have an equal opportunity for education MKM - DK and MKM - TZ have cooperated in preparing this development objective How to increase the percentage of the visually impaired children receiving primary education from the current 2% in the selected areas? MKM-TZ + DK seek to provide equal access to education for children with visual impairments by following immediate objectives. The project is envisaged to begin on January 1, 2016 and end on December 31, 2017, and aims to achieve the following: 1. As of the 31 st. December 2017 teachers and other educators will have improved their competence in teaching Success Criteria Teachers should be applying best practices to their students before the last joint conference a. Success Criteria: that the teachers are using the evaluated best practice teaching technique b. Means of verification: i. A report from the Joint conference held at end of the project ii. In coming of comments from the conference regarding teachers best practice 2. Advocacy to parents of visually impaired children aged 3-12 years to be conducted a. Success Criteria: at least 15 % of the parents visited enrol their children in a primary school. b. Means of verification: visit report and enrolment register at each of the school in the end of the project 1. By 1 st November 2017 the capacity the sister organization will have improved a. Success Criteria: i. MKM TZ internal financial and administrative capacity enhanced. ii. Volunteers increased by 25% b. Means of verification: i. Delivery of project and bookkeeping updates every 6 months. ii. Financial report approved by external auditors at the end of the project THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

10 ID Task Mode Task Name Duration Start Finish 1 Test days Fri Thu st Quarter 2nd Quarter 3rd Quarter 4th Quarter 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 1 Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 2 Danish Project Travel 345 days Fri Thu First visit 1 mon Fri Thu Expatriate staff 7 days Fri Mon Second visit 1 mon Sun Thu Project monitoring 7 days Sun Mon Projekt Start 0 days Fri Fri the teachers and other educators have improved their competence in teaching. 328 days? Tue Thu a conference to educate teachers and the board members on Advocacy 2 days Tue Wed To conduct a two-days joint conference for board members and Special education 2 days Tue Wed teachers from the selected schools courses for teachers in both selected schools conducted. 41 days? Wed Wed education in cooperative learning 1 day? Wed Wed Use course in Daily work 2 mons Thu Wed Catalogue of best practice based on teachers' experience in the area produced. 1 mon Thu Wed To prepare, produce and distribute method catalogues for teachers 1 day Thu Thu courses for teachers in both selected schools conducted. 107 days? Thu Fri Course planing / coordination 1 day Thu Thu To develop the course outline of the training including the method catalogue 1 day Thu Thu To produce training materials 1 day Fri Fri To conduct two different one-day courses to each school. 26 days? Fri Fri Course 1 1 day? Fri Fri Course 2 1 day? Fri Fri Joint conference 1 day Thu Thu Teacher conference to evaluete the processes and outcome of the project 1 day Thu Thu conducted Advocacy for parents of visually impaired children aged 3-12 years awareness 481 days? Fri Fri of the posibilites with CWD for education an Advocacy paper is written and consented by authorities in Tanzania. 137 days? Fri Mon To develop and print an advocacy popular version 4 mons Fri Thu autorized by outhoriteis 2 mons Fri Thu To conduct training on advocacy to board members and specialist teachers. 1 day? Mon Mon To develop a template for information collection and contact about parents 1 day Fri Fri at least 50% of TZ board members and some teachers have conducted Advocacy 360 days Mon Fri To conduct Advocacy to parents or guardians of visually impaired children aged mons Mon Fri years through visits Joint conference 1 day? Mon Mon conference to evaluete the processes and outcome of the project 1 day? Mon Mon We have improved the capacity of our sister organisation Moyo Kwa Moyo TZ 480 days Fri Thu board members are still active and involved in the project. 480 days Fri Thu Dialog with other relevant partners, NGOs and networks. 24 mons Fri Thu finincial reporting format and tools 2 days Fri Mon finincial reporting (every 6 month) 360 days Thu Thu status report (every 3 months) 21 mons Fri Thu Mango Healt check 1 day Mon Mon number of volunteers increased by 25%. 340 days Fri Thu Joint confference To conduct a networking workshop involving Elimu Kwa Wote 1 day Mon Mon stakeholders throug Advocacy / Teaching 17 mons Fri Thu Evaluation of Project 25 days Tue Mon External consultant to evaluate on project 1 mon Tue Mon Final Report 5 days Tue Mon Project: Project_Elim Date: Tue Task Split Milestone Summary Project Summary Inactive Task Inactive Milestone Inactive Summary Manual Task Duration-only Manual Summary Rollup Manual Summary Start-only Finish-only External Tasks External Milestone Deadline Progress Manual Progress Page 1

11 For more details on the project see: Appendix G Project Matrix C.4 Strategy: how does the project cohere? With reference to the change triangle MKM-DK will focus less on strategy funding but on advocacy and capacity building MKM-DK will improve conditions for the visually impaired in Tanzania through - Training teachers in the selected schools. - Advocacy work directed to parents of visually impaired children. - Capacity Building to the partner organization. By working on these three strands it should, raise competence and skills for teachers; improve parent s attitudes towards children with disabilities so that they enrol their children in schools, and strengthen the local partner in relation to future cooperation and entering relevant networks. Training teachers in the selected schools The aim is to strengthen education delivery methodology for children with disabilities in primary schools. (It often happens that they drop out because teachers are unable to pay special attention to the disabled students.) Educate teachers in a way that suits the conditions that are in the selected schools. The intention is to work with Best Practice and through a mutual exchange of ideas so the teachers can develop some learning methods / processes that they can share with other teachers at their school and other schools in the region. MKM-TZ has informed MOEVT (Ministry of Education and Vocational Training) and has found teachers in Tanzania, in cooperation with the local headmasters who has provided for teachers training. The appointed teachers will then bring their knowledge about cooperative learning through best practice to their colleagues. The method is based on some selected cases, and the aim is to spread the teaching and examples of the teachers in the schools and other schools in the long run. Estimates are that by allowing teachers at the schools to teach, by encourage the collection and dissemination of knowledge that can spread among teachers in general. Advocacy work directed to parents With the help of advocacy, more children with disabilities will attend school. this will be implemented by preparing a paper, which members of MKM-TZ can use when they visit parents who have children with disabilities, who are soon to be enrolled in school. Advocacy will provide information about the rights of disabled people and the existing opportunities fpr enrolling the child in school. Through our ongoing activities in goal ball tournaments, people have become aware of our existence because of the sports activities. MKM-TZ has an entrance to motivate parents to choose to enrol children in school. MKM-DK choose to let MKM-TZ conduct the advocacy because it has the relevant connections to the MOEVT, teachers and the visually impaired community. This method has some secondary benefits that include increasing the organizations publicity. Members are seen as role models. In addition, it is THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

12 expected that there is better communication between Tanzanians. MKM-TZ knows the conditions and obstacles of the visually impaired in Tanzania better than the Danish representatives. Capacity building in partner organization The mission of MKM-TZ is: To provide basic services to persons with disabilities in order to enable them participate fully in various development activities in the society, in which they are living. MKM-TZ + DK considers the education of disabled children to be a basic right. By strengthening the organisation in Tanzania, MKM-DK + TZ can raise more awareness about MKM, and with more members and positive publicity, it could become a grassroots organization, that may influence the authorities and others to improve the opportunities and conditions for disabled children in schools. MKM-TZ has some challenges as they haven t made a larger project yet, and they have not finished a project with a financial report as a organization, only as private persons. Therefore during the project MKM-DK will strengthen the use of financial procedures, and make a Mango health check during the second monitoring visit. The first step to organize more volunteers is to engage teachers in the project, and use them for advocacy later on. C.5 Phase-out and sustainability As ways of ensuring project sustainability, the following issues that make up the core part of this project are by set forth: 1. The children enrolled in school are not supported by outside funding, and still have the right to receive education from the government. 2. Parents/guardians visits will continue beyond this life span of this project since MKM-TZ will have planned on how to bring forward issues related to rights, needs and other fundamental issues for children with disabilities. 3. Knowledge and skills that will be gained from the project out of by training on teachers and board members will endure and will help MKM- TZ to spearhead teaching methods and advocacy in the future. 4. The oversight of the project and implementing of personnel s by MKM-TZ at the national and district levels are staffed by of people whose daily business is closely associated with oversight with the project. These people will gradually integrate ideas obtained from this project into their routine activities and thereby guarantee the continuity. C.6 Assumptions and risks Through the project Elimu Kwa Wote: MKM-DK assume that: MKM-TZ can receive the right information about children with visual impairments, who are not yet attending school and liaise with them. MKM-TZ expect to make contact through the District Offices THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

13 MKM-TZ will have the capacity to influence parents' views on people with disabilities and minimize stigma through advocacy in the project areas. The board members have shared the task of advocacy between themselves. Willingness of parents/guardians to send children to school Some of the teachers and parents/guardians are engaged by the vision, and are willing to volunteer afterwards Risks involved in the project: In our meeting in July 2014 MKM-DK + TZ had a workshop on the risks of in the project. The 3 most important were: Low cooperation of parents/guardians and stakeholders concerning education of children with disabilities. The opinion was that was a possibility, and it could have an impact on the project. The mean to alleviate this is to conduct advocacy, and to some extend use the teachers to follow the children to and from school, e.g. blind teachers who can be role models for the parents and children. The distance between the two sister organizations, and the two schools involved in implementing the project i.e. MKM-DK and MKM-TZ makes a risk on e.g. misunderstanding. MKM-TZ + DK has discussed and clarified roles and responsibilities of each of the two organizations at our conference, and developed better methods of communication and reporting. MKM-DK + TZ intend to clarify it through a partnership agreement. Both organizations use smart phones and internet to have frequent dialogue. MKM-TZ has agreed to write a half year status report. And MKM-DK to provide funding at the right time in the project There is a concerned for a high rate of inflation, that will affect implementation of activities due to increased costs of inputs. Through CISU MKM-DK + TZ has 9% budget contingency that covers the inflation rate. D. PROJECT ORGANISATION AND FOLLOW-UP D.1 Division of roles in project implementation MKM TZ has a project team of 3 persons, Jonas Lubago who is the project manager, Novath Rukwago who is the secretary and Robert Majiga who is the treasurer. MKM TZ is responsible for the on day-to-day management, monitoring activities, technical inputs, bookkeeping and accounting. There will be an external auditing and evaluation of the project To sustain the implementation, the project has engaged associated volunteer teachers at the schools and the board members. The project team in MKM DK consists of Susanne Lubago, who is project manager, Connie Kirstine Nielsen, who is treasurer and Daniel Friis, who is supervisor. Connected to the project is Dorthe Ulstrup, who is specialist on special need education and Anne Sofie Jensen, who translate into English and conducts advocacy. MKM-DK is responsible to CISU on the overall project management, project reporting, technical inputs and monitoring of the funds. MKM-DK expects that all from the project team in TZ will participate in the implementation of the project by contributing their different skills. The Danish project team is expected to go to Tanzania to THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

14 contribute to the conference, monitoring the implementation of the activities, digitization of bookkeeping, and will also be teaching Cooperative learning. D.2 Monitoring and evaluation in project implementation During the joint finalisation of the project the two project teams have made an activity plan, describing the activities and mean of verification. The project manager in Tanzania will assure that the described documentation is in order and keep the cost within the budget. Every half year MKM-DK + TZ have agreed that the Tanzanian project team to produce narrative and financial reports. Before December 2017, there will be an external evaluation of the project, made by a local independent consultant. E. INFORMATION WORK E.1 Has project-related information work in Denmark been planned? At an annual information arrangement at the Idrætshøjskolen in Sønderborg in relation to the campaign: The World s best News, September 2014, 2015 and 2016 MKM - DK has a forum for sharing experiences and information from the project for members and other interested as MKM-DK have done in the three previous years. In addition, MKM-DK is planning information activities in schools and for associations who want a presentation. MKM-DK have in our information work MKM-DK has a focus on reframing the message, so that we can tell the story of how to obtain a sustainable development, based on the experienced needs from MKM-TZ and in a dialogue with stakeholders and authorities. If the possibility arises, MKM-DK would like to invite one or more members of the Tanzanian project team or board, who are visually impaired, to Denmark to do advocacy and inform about our activities and experiences. The objective of the above mentioned is to make a broader understanding of the needs for education of visually impaired children in Tanzania, and the advocacy of how visually impaired in Tanzania are able to make a living if they are educated, on same terms as those with normal vision. This can be an eye opener to meet the capacity of people of visually impairment. The visually impaired in Tanzania have a vision to do advocacy for the visually impaired in Denmark. THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

15 3. Budget summary A detailed budget with budget notes must be submitted in Annex C Budget scheme and enclosed the application. NOTICE: Remember to open all tabs in order to fill in each of the relevant five spreadsheets. See also Guide to budget preparation at Below please fill in a summary of the main budget items as follows: Fill sheet 1-4 in Annex C 'Budget scheme' - the budget summary will then automatically appear on sheet 5. This should be copied from Annex C and pasted below. Budget summary Indicate the total cost (i.e. including contributions from the Civil Society Fund as well as other sources) Currency Of this, the Civil Society Fund is to contribute DKK Of this, indicate the amount to be contributed by other sources of finance, including self-funding by the Danish organisation or its local partner, if any 0 DKK Indicate total cost in local currency TZS DKK Indicate exchange rate applied 1: 326,41 Main budget items: Financing plan Full amount Of this, from Civil Society Fund Of this, from other financial sources 1. Activities - total Investment - total Expatriate staff Local staff (proj. Team) - total Local administration - total Project monitoring (Danish staff) Evaluation Information work in Denmark (max 2% of 1-7) Budget margin (min 6%, max 10% of 1-8) Total project expenses external Auditing (3.1.3) Subtotal Administration in Denmark (max 7% of 12) Total THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

16 4. ANNEXES Appendix A Stamdata Moyo Kwa Moyo Danmark Civilsamfundspuljen, Bilag A: Stamdata for den danske partner ORGANISATIONENS STAMDATA Den danske partner Udfyldes og underskrives af den danske partner. Sørg for at oplysningerne er opdateret: Skemaet indeholder en række oplysninger, som I måske tidligere har beskrevet ved ansøgning til Civilsamfundspuljen. I er naturligvis velkomne til at genbruge disse, dog er det meget vigtigt, at I sørger for at opdatere jeres oplysninger. Organisationens navn, som det fremgår af vedtægterne Moyo Kwa Moyo Danmark Forkortelse Moyo Kwa Moyo-DK, (MKM-DK) Titel på det ansøgte projekt Elimu Kwa Wote (Uddannelse for alle) Dato Ansvarlig person (Underskrift) Sted Ansvarlig person og position (Blokbogstaver) THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

17 A. Basisoplysninger A1. Kontaktinformation for organisationen Adresse: Præstevænget 11, Nybøl 6400 Sønderborg Telefon Mobil Hjemmeside Facebook : Moyo Kwa Moyo A2. Type af organisation Beskriv hvilken type organisation, der er tale om (medlemsorganisation, udviklingsorganisation, fond etc.) Tilknytning til andre organisationer (f.eks. paraplyorganisationer, netværk, nationale, regionale eller Internationale organisationer) MKM-DK er en velgørende forening 1) KITS (Kirkens Integrations Team Sønderborg) 2) Dansk Flygtninge Hjælp - FrivilligNet B. Historie og formål B1. Organisationens historie og formål B1.1Formål Moyo Kwa Moyo er swahili og betyder hjerte til hjerte. Foreningen har som formål ud fra et kristent menneskesyn at skabe en bæredygtig udvikling for udsatte grupper i Tanzania. B.1.1 Historie MKM-DK blev stiftet i 2009 i Nybøl. Moyo Kwa Moyo har i sin levetid haft held med at få sat mange succesfulde tiltag i værk, der understøtter foreningens formål. Det har været: I Gensidigt besøg. Herunder besøg fra MKM - TZ støttet af Danida med oplysningsformål. Sommeren MKM - DK sendte en container af sted med hjælpemidler til handicappede til Tanzania. Projektet blev støttet af Genbrug til Syd, MS. Sommeren Privat besøg af 16 medlemmer af MKM DK i Tanzania i sommeren 2012, hvor der bl.a. var lejlighed til at besøge TLB, Tanzania League of the Blind og TAS, Tanzania Albino Society og mødes med medlemmer af MKM TZ. I efteråret MKM DK afholdt oplysningsaktivitet gennem projektet: Nybøl i verden, verden i Nybøl støttet af Projektrådgivningen med over 250 deltagere fra mere end 15 nationer. Efteråret 2013 MKM-DK oplysningsaktivitet gennem projektet: Nye toner. Verdens bedste nyheder støttet af CISU med over 200 deltagere fra mere end 20 nationer. Foråret 2014 opstartet sportsprojekter ved Uhuru Mchanganyiko og Buigiri Primary School THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

18 Sommeren 2014 Gennemført Fælles Færdiggørelse med Workshop, skolebesøg, undervisning og fortalervirksomhed Oplysningsvirksomhed på Idrætshøjskolen d. 13/ under kampagnen: Verdens bedste nyheder med fokus på Uddannelse for alle Planlagt oplysningsvirksomhed på Idrætshøjskolen d. 12/ under kampagnen: Verdens bedste nyheder med fokus på Bæredygtighed. B2. Målsætning Hvad er organisationens vision og strategi for u-landsarbejdet (maks. 1/2 side) Vi vil gennem uddannelse af lærere i Tanzania styrke de handicappedes muligheder for at få uddannelse og et senere job. Vi vil gennem fortalervirksomhed øge forældre til handicappede børns bevidsthed omkring handicappedes rettigheder og muligheder. Vi ønsker at bidrage til et en styrket søsterorganisation i Tanzania så de bliver et legitimt talerør for handicappede. Vi ønsker gennem oplysningsvirksomhed at bringe positive historier fra udviklingsarbejdet i Tanzania. Vi vil bidrage til kulturel udveksling og ser herboende indvandrere som ressourcepersoner i den forbindelse B3. Organisationens erfaring Angiv evt. bevillinger de seneste fem år fra Civilsamfundspuljen, Danidas Enkeltbevilling eller EU. Ved mange bevillinger angives de seneste 10. Bevillingstype og Journalnummer Titel Land Beløb Periode Oplysningsbevilling Projektrådgivningen (CISU) Danmark Oplysningsbevilling CISU Danmark Fælles Færdiggørelse (FF) mp-sep CISU joint completion in Tanzania Tanzania , THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

19 Angiv evt. øvrige offentlige bevillinger de seneste fem år (herunder fx tips- og lottomidler, Genbrug til Syd, Center for Kultur og Udvikling). Ved mange bevillinger angives de seneste 5. Bevillingstype Titel Land Beløb Periode Oplysningsbevilling oplysningsbevilling Danmark Containertransport Genbrug til Syd Tanzania Beskriv derudover kort organisationens væsentligste erfaringer med at gennemføre udviklingsprojekter og med projektstyring. Da MKM-DK ikke har haft de store udviklings projekter gennemført i CISU regi er der ikke så meget på CV et endnu. MKM-DK har haft følgende aktiviteter: - etableret et sportsprojekt ved Uhuru Mcanganyiko Primary School, som monitoreres af MKM - TZ og en projektansvarlig - Vi har etableret et sportsprojekt fra 2014 ved Buigiri School i Dodoma, som monitoreres af MKM-TZ og en projektansvarlig med ugentlige træninger og månedlig opfølgning. C. Organisation C1. Bestyrelse Angiv navn og titel på organisationens bestyrelsesmedlemmer Navn 1. Susanne Lubago 2. Daniel Friis, 3. Connie Nielsen 4. Thomas Ellesen 5. Bernard Lubago 6. Christian Haahr 7. Neema Haahr Titel Formand Andetsprogslærer, Swahili tolk Næstformand Svagstrøms ingeniør (Siemens) Kasserer Projektleder Sønderborg Kommune Menig medlem Landbrugsleder Mening medlem Entrepriseleder Suppleant Mekaniker og Synskonsulent Suppleant Social og Sundhedsassistent THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

20 Eksterne: 8. Anne Sofie Jensen, 9. Dorthe Ulstrup 10. Jens Ulstrup Oversætter Studerende (African Studies) PR Viceskoleleder Revisor Maskinmester Hvor ofte mødes bestyrelsen? Min. 3 gange årligt + arbejdsgrupper C2. Generalforsamling 30/ i Sønderborg, Der deltog over 20 personer. C3. Ansatte Ingen ansatte C4. Ledelse Ledelsen er et projektteam på 3 personer fra MKM DK, der arbejder med Elimu Kwa Wote: Susanne Lubago, Connie Nielsen og Daniel Friis THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January

21 C5. Finansiel administration Områder af den finansielle kapacitet CISUs finansielle standarder beskriver kravene til de finansielle kapaciteter i partnerorganisationerne herunder også den danske organisation. Standarderne er inddelt i 3 niveauer afhængigt af bevillingsstørrelser: </= kr., > Kr. Og > kr. inkl. programmer. Niveauet fastlægges efter den største bevilling de pågældende organisationer har eller søger om at få. De finansielle standarder findes på engelsk på CISUs hjemmeside. Beskriv nedenfor i hvilket omfang de følgende 4 finansielle områder IKKE er opfyldt i organisationen. Angiv: ALLE PUNKTER OPFYLDT i hvert af områderne hvis det er tilfældet. Hvis der er behov for justeringer af nuværende finansiel praksis for at indfri kravene, skal det beskrives i den relevante boks nedenfor, hvordan og hvornår justeringen vil blive foretaget senest inden for de første 6 måneder af bevillingen. Budgets < : 1.1 ALLE PUNKTER OPFYLDT Accounting < : Reporting < : ALLE PUNKTER IKKE OPFYLDT 2.1 har introduceret det i den lokal og partner organisationen har dog ikke regnskabet i løbende elektronisk form da budget har været lille. 2.2 ok 2.3 ok 2.4 ok 2.5 ok 2.6 ok 2.7 ok ALLE PUNKTER IKKE OPFYLDT Vil introducere det under projektet: Elimu Kwa Wote Og har været på kursus i dette ved CISU Action Dette bliver introduceret med 6måneders rapportering under projektet: Elimu Kwa Wote Internal controls < : ALLE PUNKTER IKKE OPFYLDT 4.1 Grundet ikke de store budget poster: er dette kun blevet gjort hvert 12 måned 4.2 ok 4.3 Procedure: beløb under 4000 dkk kan godt være ved kasseren 4.4 ok 4.5 ok Action Dette bliver introduceret med 6måneders rapportering under projektet: Elimu Kwa Wote THE CIVIL SOCIETY FUND Small-scale development projects (less than DKK 500,000), rev. January